Visual thinking
•Download as DOCX, PDF•
0 likes•163 views
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Report
Share
Report
Share
Recommended
EDUCATIONAL PSYCHOLOGY
Educational psychology is an applied branch of psychology that deals with applying psychological principles and techniques in education. It aims to understand learners, cater to individual differences, understand developmental characteristics and learning processes, determine effective teaching methods, understand children's problems, and analyze group dynamics and social behavior in the classroom to help teachers maintain discipline, provide guidance, assist with curriculum development, and prepare timetables and instructional materials.
Problem-based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. Students develop flexible knowledge and problem-solving skills while working in small groups with a tutor to guide research and discussion. At its core, PBL presents a problem that stimulates cognitive processes and self-directed learning as students collaborate to understand new domains and find solutions.
Concept of pedagogy
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
Problem based learning
This document discusses problem-based learning (PBL), an active learning approach. It provides an overview of PBL, comparing it to traditional and project-based learning. PBL uses real-world problems as the starting point for learning and involves students working collaboratively in groups to seek solutions. The document outlines the basic 5-phase PBL process and describes a workflow model. It also lists advantages of PBL such as developing students' problem-solving skills and discusses teachers acting as facilitators. Finally, it presents 4 stages of PBL involving connecting to problems, researching contexts, imagining designs, and taking action.
GEB-PHILOSOPHY OF EDUCATION
Gail Bentley's philosophy of education focuses on critical thinking skills, relevance to life outside the classroom, and honoring multiple learning styles. She believes education should develop problem solving abilities rather than just memorizing facts. Classroom learning should be applicable to students' lives and consider their developmental experiences. Teachers should address different learning styles to make material more interesting and easier to understand. Both teachers and students share responsibilities in the learning process to support different styles and adapt instruction. Bentley finds that teaching and learning have an exponential impact on her knowledge as she integrates new information with life experiences.
Problem based learning basics
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
Importance of psychology in pedagogy
Importance of psychology in pedagogy
Educational psychology contributes a large for increasing the teaching efficiency of teachers in different areas
Problem based learning
The document discusses problem-based learning and metacognition. It defines problem-based learning as a student-centered approach where students work in teams to address an authentic problem, acquire new knowledge through self-directed learning, and apply theory to practice. It also discusses metacognition, which involves thinking about one's own thinking and learning processes. Metacognition has two main components - awareness of one's knowledge and ability to understand tasks, and taking action such as planning and monitoring one's progress. The document provides information on metacognitive skills like problem solving, critical thinking, and metamemory.
Recommended
EDUCATIONAL PSYCHOLOGY
Educational psychology is an applied branch of psychology that deals with applying psychological principles and techniques in education. It aims to understand learners, cater to individual differences, understand developmental characteristics and learning processes, determine effective teaching methods, understand children's problems, and analyze group dynamics and social behavior in the classroom to help teachers maintain discipline, provide guidance, assist with curriculum development, and prepare timetables and instructional materials.
Problem-based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. Students develop flexible knowledge and problem-solving skills while working in small groups with a tutor to guide research and discussion. At its core, PBL presents a problem that stimulates cognitive processes and self-directed learning as students collaborate to understand new domains and find solutions.
Concept of pedagogy
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
Problem based learning
This document discusses problem-based learning (PBL), an active learning approach. It provides an overview of PBL, comparing it to traditional and project-based learning. PBL uses real-world problems as the starting point for learning and involves students working collaboratively in groups to seek solutions. The document outlines the basic 5-phase PBL process and describes a workflow model. It also lists advantages of PBL such as developing students' problem-solving skills and discusses teachers acting as facilitators. Finally, it presents 4 stages of PBL involving connecting to problems, researching contexts, imagining designs, and taking action.
GEB-PHILOSOPHY OF EDUCATION
Gail Bentley's philosophy of education focuses on critical thinking skills, relevance to life outside the classroom, and honoring multiple learning styles. She believes education should develop problem solving abilities rather than just memorizing facts. Classroom learning should be applicable to students' lives and consider their developmental experiences. Teachers should address different learning styles to make material more interesting and easier to understand. Both teachers and students share responsibilities in the learning process to support different styles and adapt instruction. Bentley finds that teaching and learning have an exponential impact on her knowledge as she integrates new information with life experiences.
Problem based learning basics
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
Importance of psychology in pedagogy
Importance of psychology in pedagogy
Educational psychology contributes a large for increasing the teaching efficiency of teachers in different areas
Problem based learning
The document discusses problem-based learning and metacognition. It defines problem-based learning as a student-centered approach where students work in teams to address an authentic problem, acquire new knowledge through self-directed learning, and apply theory to practice. It also discusses metacognition, which involves thinking about one's own thinking and learning processes. Metacognition has two main components - awareness of one's knowledge and ability to understand tasks, and taking action such as planning and monitoring one's progress. The document provides information on metacognitive skills like problem solving, critical thinking, and metamemory.
Differentiated Strategies to promote Inclusion2000
Differentiated strategies promote inclusion in the classroom. Differentiation involves using various tools and techniques to ensure all students are learning optimally, including modifying lesson content, delivery, and assessments based on student needs. A teacher must understand each student's unique learning style, intelligence, and needs to effectively apply differentiation strategies. These include knowing if students are auditory, visual, or kinesthetic learners and tailoring lessons accordingly. Differentiation strategies can help include students with disabilities like dyslexia, cerebral palsy, ADHD, and Asperger's by addressing their specific challenges and allowing multiple pathways for learning.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Assignment 2.1 pp
This document discusses three main theoretical foundations of instructional design: behaviorism, cognitive perspectives, and constructivism. It provides details on behaviorism including classical and operant conditioning. Cognitive perspectives focus on mental processes and use models like Bloom's Taxonomy. Constructivism emphasizes student experiences and approaches like project-based and inquiry-based learning which allow students to learn through hands-on projects and questions.
Assignment
1. The document discusses reflective practice in teaching, where teachers systematically analyze their lessons and student responses to improve their teaching methods over time.
2. A reflective practitioner is someone who regularly looks back on their work to evaluate what went well and how it could be improved. Reflective teaching involves collecting information about classroom experiences and analyzing it to identify strengths and areas for growth.
3. Characteristics of a reflective teacher include being purposeful and active in their instruction, open to individual student needs, sympathetic to student perspectives, patient, flexible, self-aware, and focused on both teaching methods and student outcomes.
Holistic Assessments
Holistic assessments are learning tools that can be leveraged by teachers to ensure students achieve desired learning objectives. Traditionally, assessments have focused on external demonstrations of learning through tests, but holistic assessments take a broader view and define assessment as gathering diverse information to develop a deep understanding of what students know and can do. Holistic assessments are most valuable when they are used to stimulate new learning, are authentic to life experiences, promote positive consequences for students, help students understand their own growth, and expand rather than limit opportunities. The document provides examples of rubrics and criteria teachers can use to implement holistic assessments and encourage reflection when demonstrating the flipped classroom model.
How to learn
This document discusses theories of learning and their implications for teaching. It covers behaviorism and how it has influenced concepts like learning objectives and outcomes. It also discusses cognitive psychology, constructivism, and humanistic perspectives on learning. The document examines different views of how students learn and various theories that seek to explain the learning process. Overall, it provides an overview of the major theories of learning and how they can inform teaching practices.
Cognitive Modelling of Thinking Strategies
This document discusses cognitive modelling and strategy instruction. Cognitive modelling involves thinking aloud to demonstrate thinking strategies to students. Strategy instruction is a student-centered teaching approach that involves intentionally repeating strategy phrases and cueing students to use strategies. Key aspects of strategy instruction include engagement, scaffolding and fading, reciprocity, and cooperative learning. Scaffolding involves providing support to students to complete tasks they cannot do independently, and fading is the gradual removal of scaffolding as students master tasks. Cooperative learning has students work in groups to complete tasks with positive interdependence and individual accountability.
Personal model by john paul
This document outlines the principles of non-directive teaching, which is a student-centered approach based on counseling techniques. The key aspects are that the teacher acts as a facilitator rather than instructor, helping students explore ideas related to their own lives through discussion and problem-solving. The goal is to build lifelong learning skills rather than focus on short-term content, with an emphasis on positive human relationships between students and teachers working as partners.
Teaching effectiveness
1. The document discusses key concepts related to improving effectiveness in teaching and lecturing.
2. It outlines beliefs that can damage teaching effectiveness, such as thinking one is inherently a good teacher or that improving is unnecessary.
3. Effective teaching techniques are suggested, like engaging students in planning, relating material to students' lives, checking progress, and rewarding learning.
Habits of mind in the curriculum chapter 3 (rochelle teachers)
The document discusses the purpose and implementation of Habits of Mind (HOM) in school curriculum. HOM are intended to provide guidelines for thoughtful interaction, create a shared vision, and foster lifelong learning. The document recommends integrating HOM across grade levels, subjects, and at home. It also suggests using HOM to guide curriculum development through mapping content, skills, and assessments across grades and subjects. Implementing HOM effectively requires deliberately structuring lessons around higher-level thinking and reflection.
Approaches to student centered learning for health care proffessionals
Health care professionals are responsible for designing , implementing and evaluating patient and client centered care and treatment plans for health education and wellness.
Learning produces a relatively permanent change in the behavior and way of thinking of the learner as a result of positive or negative experiences. The change is gradual, adoptable, abstract and selective. It may be observed and noticed after a period of time
Various principles ,theories and conditions of learning are explored with the aim of encouraging student centered learning which is lifelong . Theories explain how and why people learn and should be applied appropriately while dealing with clients and patients who have misleading myths concerning their disease conditions. Trainers of health care professionals will also find the content helpful
Basic assumptions of teacher education
The document outlines several assumptions about teacher education and development, including that it is a process of personal and social transformation, that practice generates theory, that good teachers are reflective practitioners who develop autonomous learners. It also notes other assumptions such as the idea that knowing a subject means one can teach it, and that one learns to teach by doing. The document emphasizes that reflection is a key part of professionalization and being a teacher.
teaching philosophy
This document outlines the guiding principles for teaching. It discusses that teaching should equip students with knowledge and skills to self-examine problems and find solutions. It also notes that students learn in different ways, such as visually, auditorily, or through hands-on learning. The teacher's objectives, strategies, and assessments should incorporate these different learning styles. The document emphasizes the importance of higher-order thinking skills like critical thinking to help students succeed not just as employees but also entrepreneurs. It supports a constructivist approach where students discover new ideas and the teacher engages them through questioning. Cooperative learning strategies and hands-on activities are recommended. The teacher aims to foster positive relationships with students and an individualized lab environment to promote interest
Didi
Visible Thinking is a framework that aims to develop students' thinking skills and deepen their understanding of content. It uses thinking routines, which are short, learnable strategies to extend student thinking. The goals are to foster deeper content understanding, greater learning motivation, and the development of thinking abilities and disposition towards thinking. Key aspects include thinking routines on various topics, focusing on four thinking ideals, making student thinking visible, and teacher study groups to reflect on student work samples. The overall approach aims to create a classroom culture where thinking is visible and students are engaged, curious learners.
Problem based learning
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Behavioural approach
The document discusses the behavioral approach to curriculum. It defines the behavioral approach as focusing on observable and measurable human behavior, influenced by external stimuli and reinforcement. The key principles are that behavior reinforced will reoccur, information should be broken into small amounts, and the teacher is the expert who employs reinforcement to encourage students to reach objectives. While clarity is a benefit, critics argue higher-order learning cannot be reduced to specific objectives.
Pedagogy work (1) (1)
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
Principles and maxims of teaching
This presentation tries to convey the important principles and maxims of teaching which would facilitate teachers' teaching and students' learning in the class
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Fabio lopez visual_cv_resume[1]
This document appears to be a resume for Fabio Lopez, an English professor currently working at Universidad Dr. Jose Matias Delgado in El Salvador. It lists his work history, education, skills in English and being bilingual in English and Spanish, and interests in education in English and obtaining a master's degree in education.
Animals case study
This document discusses guidelines for animal assisted activity, animal assisted therapy, and resident animal programs. It defines these terms and outlines the benefits they can provide such as emotional and physical health benefits for patients. It also discusses concerns, such as zoonotic disease transmission, and recommendations for veterinary involvement and key components for successful programs like animal selection, health screening, and supervision.
Instituto francisco morazán
The 45-minute lesson plan aims to teach 1st year bachelor students about direct and reported speech as well as passive and active voice. The teacher will provide a short introduction and lead group work activities including memorization exercises, group competitions, and written questions. Students will analyze pictures and images to relate them to words in different tenses. Active participation and performance will be evaluated through oral responses, participation, and written work.
More Related Content
What's hot
Differentiated Strategies to promote Inclusion2000
Differentiated strategies promote inclusion in the classroom. Differentiation involves using various tools and techniques to ensure all students are learning optimally, including modifying lesson content, delivery, and assessments based on student needs. A teacher must understand each student's unique learning style, intelligence, and needs to effectively apply differentiation strategies. These include knowing if students are auditory, visual, or kinesthetic learners and tailoring lessons accordingly. Differentiation strategies can help include students with disabilities like dyslexia, cerebral palsy, ADHD, and Asperger's by addressing their specific challenges and allowing multiple pathways for learning.
Advance organizer model
1. David Ausubel developed the Advance Organizer Model which theorized that meaningful learning occurs when new information is related to what is already known through deductive reasoning.
2. An advance organizer is introductory information presented by the teacher that helps students organize new content by highlighting relationships and directing attention to important concepts.
3. The goal of advance organizers is to strengthen students' cognitive structures and knowledge organization so that new information can be integrated with prior understanding.
Assignment 2.1 pp
This document discusses three main theoretical foundations of instructional design: behaviorism, cognitive perspectives, and constructivism. It provides details on behaviorism including classical and operant conditioning. Cognitive perspectives focus on mental processes and use models like Bloom's Taxonomy. Constructivism emphasizes student experiences and approaches like project-based and inquiry-based learning which allow students to learn through hands-on projects and questions.
Assignment
1. The document discusses reflective practice in teaching, where teachers systematically analyze their lessons and student responses to improve their teaching methods over time.
2. A reflective practitioner is someone who regularly looks back on their work to evaluate what went well and how it could be improved. Reflective teaching involves collecting information about classroom experiences and analyzing it to identify strengths and areas for growth.
3. Characteristics of a reflective teacher include being purposeful and active in their instruction, open to individual student needs, sympathetic to student perspectives, patient, flexible, self-aware, and focused on both teaching methods and student outcomes.
Holistic Assessments
Holistic assessments are learning tools that can be leveraged by teachers to ensure students achieve desired learning objectives. Traditionally, assessments have focused on external demonstrations of learning through tests, but holistic assessments take a broader view and define assessment as gathering diverse information to develop a deep understanding of what students know and can do. Holistic assessments are most valuable when they are used to stimulate new learning, are authentic to life experiences, promote positive consequences for students, help students understand their own growth, and expand rather than limit opportunities. The document provides examples of rubrics and criteria teachers can use to implement holistic assessments and encourage reflection when demonstrating the flipped classroom model.
How to learn
This document discusses theories of learning and their implications for teaching. It covers behaviorism and how it has influenced concepts like learning objectives and outcomes. It also discusses cognitive psychology, constructivism, and humanistic perspectives on learning. The document examines different views of how students learn and various theories that seek to explain the learning process. Overall, it provides an overview of the major theories of learning and how they can inform teaching practices.
Cognitive Modelling of Thinking Strategies
This document discusses cognitive modelling and strategy instruction. Cognitive modelling involves thinking aloud to demonstrate thinking strategies to students. Strategy instruction is a student-centered teaching approach that involves intentionally repeating strategy phrases and cueing students to use strategies. Key aspects of strategy instruction include engagement, scaffolding and fading, reciprocity, and cooperative learning. Scaffolding involves providing support to students to complete tasks they cannot do independently, and fading is the gradual removal of scaffolding as students master tasks. Cooperative learning has students work in groups to complete tasks with positive interdependence and individual accountability.
Personal model by john paul
This document outlines the principles of non-directive teaching, which is a student-centered approach based on counseling techniques. The key aspects are that the teacher acts as a facilitator rather than instructor, helping students explore ideas related to their own lives through discussion and problem-solving. The goal is to build lifelong learning skills rather than focus on short-term content, with an emphasis on positive human relationships between students and teachers working as partners.
Teaching effectiveness
1. The document discusses key concepts related to improving effectiveness in teaching and lecturing.
2. It outlines beliefs that can damage teaching effectiveness, such as thinking one is inherently a good teacher or that improving is unnecessary.
3. Effective teaching techniques are suggested, like engaging students in planning, relating material to students' lives, checking progress, and rewarding learning.
Habits of mind in the curriculum chapter 3 (rochelle teachers)
The document discusses the purpose and implementation of Habits of Mind (HOM) in school curriculum. HOM are intended to provide guidelines for thoughtful interaction, create a shared vision, and foster lifelong learning. The document recommends integrating HOM across grade levels, subjects, and at home. It also suggests using HOM to guide curriculum development through mapping content, skills, and assessments across grades and subjects. Implementing HOM effectively requires deliberately structuring lessons around higher-level thinking and reflection.
Approaches to student centered learning for health care proffessionals
Health care professionals are responsible for designing , implementing and evaluating patient and client centered care and treatment plans for health education and wellness.
Learning produces a relatively permanent change in the behavior and way of thinking of the learner as a result of positive or negative experiences. The change is gradual, adoptable, abstract and selective. It may be observed and noticed after a period of time
Various principles ,theories and conditions of learning are explored with the aim of encouraging student centered learning which is lifelong . Theories explain how and why people learn and should be applied appropriately while dealing with clients and patients who have misleading myths concerning their disease conditions. Trainers of health care professionals will also find the content helpful
Basic assumptions of teacher education
The document outlines several assumptions about teacher education and development, including that it is a process of personal and social transformation, that practice generates theory, that good teachers are reflective practitioners who develop autonomous learners. It also notes other assumptions such as the idea that knowing a subject means one can teach it, and that one learns to teach by doing. The document emphasizes that reflection is a key part of professionalization and being a teacher.
teaching philosophy
This document outlines the guiding principles for teaching. It discusses that teaching should equip students with knowledge and skills to self-examine problems and find solutions. It also notes that students learn in different ways, such as visually, auditorily, or through hands-on learning. The teacher's objectives, strategies, and assessments should incorporate these different learning styles. The document emphasizes the importance of higher-order thinking skills like critical thinking to help students succeed not just as employees but also entrepreneurs. It supports a constructivist approach where students discover new ideas and the teacher engages them through questioning. Cooperative learning strategies and hands-on activities are recommended. The teacher aims to foster positive relationships with students and an individualized lab environment to promote interest
Didi
Visible Thinking is a framework that aims to develop students' thinking skills and deepen their understanding of content. It uses thinking routines, which are short, learnable strategies to extend student thinking. The goals are to foster deeper content understanding, greater learning motivation, and the development of thinking abilities and disposition towards thinking. Key aspects include thinking routines on various topics, focusing on four thinking ideals, making student thinking visible, and teacher study groups to reflect on student work samples. The overall approach aims to create a classroom culture where thinking is visible and students are engaged, curious learners.
Problem based learning
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Behavioural approach
The document discusses the behavioral approach to curriculum. It defines the behavioral approach as focusing on observable and measurable human behavior, influenced by external stimuli and reinforcement. The key principles are that behavior reinforced will reoccur, information should be broken into small amounts, and the teacher is the expert who employs reinforcement to encourage students to reach objectives. While clarity is a benefit, critics argue higher-order learning cannot be reduced to specific objectives.
Pedagogy work (1) (1)
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
Principles and maxims of teaching
This presentation tries to convey the important principles and maxims of teaching which would facilitate teachers' teaching and students' learning in the class
What's hot (18)
Differentiated Strategies to promote Inclusion2000
Differentiated Strategies to promote Inclusion2000
Habits of mind in the curriculum chapter 3 (rochelle teachers)
Habits of mind in the curriculum chapter 3 (rochelle teachers)
Approaches to student centered learning for health care proffessionals
Approaches to student centered learning for health care proffessionals
Viewers also liked
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Fabio lopez visual_cv_resume[1]
This document appears to be a resume for Fabio Lopez, an English professor currently working at Universidad Dr. Jose Matias Delgado in El Salvador. It lists his work history, education, skills in English and being bilingual in English and Spanish, and interests in education in English and obtaining a master's degree in education.
Animals case study
This document discusses guidelines for animal assisted activity, animal assisted therapy, and resident animal programs. It defines these terms and outlines the benefits they can provide such as emotional and physical health benefits for patients. It also discusses concerns, such as zoonotic disease transmission, and recommendations for veterinary involvement and key components for successful programs like animal selection, health screening, and supervision.
Instituto francisco morazán
The 45-minute lesson plan aims to teach 1st year bachelor students about direct and reported speech as well as passive and active voice. The teacher will provide a short introduction and lead group work activities including memorization exercises, group competitions, and written questions. Students will analyze pictures and images to relate them to words in different tenses. Active participation and performance will be evaluated through oral responses, participation, and written work.
Instituto
The 45-minute lesson plan aims to teach 1st year bachelor students about direct and reported speech as well as passive and active voice. The teacher will provide a short introduction and lead group work activities including memorization exercises, written questions, and relating pictures to words. Students will be evaluated through oral responses, participation, and written and verbal assessments to ensure they can apply different voice tenses and express basic commands.
What's Next in Growth? 2016
Gave a talk at StartCon about the future of Growth. I touch on viral marketing / referral marketing, fake news and social media, and marketplaces. Finally, the slides go through future technology platforms and how things might evolve there.
The Six Highest Performing B2B Blog Post Formats
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
The Outcome Economy
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
Viewers also liked (8)
Similar to Visual thinking
Introducción
The document discusses visual thinking strategies (VTS), a teaching method that improves critical thinking through discussion of visual images. VTS encourages participation, especially among struggling students. It requires analyzing images to learn open-mindedness and interaction skills in a practical way. VTS is easy for educators to implement and helps students develop 21st century skills for higher education and jobs.
Types of curriculum design (1)
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Different approaches & methods introduction
Teaching approach refers to the principles and beliefs that guide classroom instruction. Teaching strategies are long-term plans to achieve goals, while teaching methods are systematic ways to accomplish tasks. Traditional approaches are teacher-centered and subject-focused, while modern approaches are learner-centered, interactive, collaborative and integrate multiple subjects. Effective approaches are research-based, address students' overall development, develop metacognitive skills, and use problems as a focus for learning.
Entry 5
Visible Thinking is a research-based approach that integrates the development of students' thinking with learning academic content. It provides a framework for enriching classroom learning across subjects and fostering intellectual growth. The program aims to make thinking visible and concrete through various techniques, allowing students' reasoning and understanding to be assessed and improved as their thinking is shared with peers and teachers. When thinking is visible, learning is seen as exploring ideas rather than just memorizing facts.
The constructivist approach
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models” which we use to make sense of our own experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
Teacher as a reflective practitioner
1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
Methodology of pedagogy ppt.pptx
methodology of pedagogy and methods that are widly used in education systems around the world in schools, collagies and universities. i mentioned here about some methods spacially modeling method.
Meda 5700_Ch1
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
Problem based learning yang pertama
Problem-based learning (PBL) is a student-centered pedagogy where students learn through the experience of problem solving. In PBL, students work in small collaborative groups and are given an ill-structured problem to work through without a single correct answer. They identify what they need to learn, engage in self-directed study, share what they learned, and work together to solve the problem. PBL aims to help students develop problem solving, self-directed learning skills and apply knowledge from different areas to ambiguous, real-world problems. The tutor facilitates the process instead of providing information directly.
Concept formation
The document discusses various instructional strategies including direct instruction, independent study, interactive instruction, and indirect instruction. It provides details on specific strategies like concept attainment, brainstorming, cooperative learning groups, problem solving and inquiry-based learning. The purpose of the document appears to be outlining effective teaching methods and how to implement strategies like concept formation in the classroom.
Syllabus implementation
Understanding by Design emphasizes backwards design where teachers plan units with the desired results and assessments in mind first. Interactive teaching involves students doing more than half the talking through methods like discussions, competitions, and relating lessons to pop culture. It aims to draw on student experiences. Creative thinking is about generating new ideas through lateral and metaphorical thinking, while critical thinking evaluates ideas logically and reflects on beliefs. Project based learning is student-centered and emphasizes applying skills and knowledge to answer authentic questions or solve problems.
Constructivism pdf
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. There are two views of constructivism: social constructivism which emphasizes that knowledge is initially shared with others, and individual constructivism which focuses on internal knowledge construction. Key theorists of constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching methods center learning around student experiences through activities like class discussions, field trips, experimentation, and research projects, rather than traditional passive learning.
Engagedlearning
The document defines indicators for an engaged learning model including:
1) Learners who are responsible for their own goals, tasks, assessments and have a strategic vision for their learning.
2) Tasks and assessments that are authentic, challenging, multidisciplinary and performance-based.
3) An instructional model that is generative, collaborative and provides a knowledge-building learning context.
4) Student roles as cognitive apprentices, teachers, and producers and teacher roles as guides, co-learners, and explorers.
Project based learning
Project-based learning is an instructional approach where students learn by actively exploring real-world problems and challenges. It emphasizes student-centered, hands-on learning where students work in groups to solve a problem or answer a driving question. Benefits include greater conceptual understanding, improved collaboration skills, and enhanced creativity. Teachers play a facilitator role in project-based learning by guiding student work within the curriculum standards.
Teaching
This document discusses different approaches and methods to teaching. It defines teaching approach, strategy, method, and technique, with approach being the broadest, informing strategies, and techniques being specific practices. Example approaches discussed include teacher-centered, learner-centered, and constructivist. Direct/expository approaches include lecture and demonstration, while indirect/guided approaches involve inquiry-based learning through methods like problem-solving and projects. Cooperative learning is also covered.
Introduction constructivist
Psychological constructivism is a learning theory that posits that individuals create their own understanding and knowledge through experiences and reflecting on those experiences. It emphasizes that learners build new ideas based upon their current and past knowledge. The key principles are that learning involves active mental construction and knowledge is built inductively from specific experiences. [/SUMMARY]
Inquiry based eman's presentation
Inquiry-based learning is a teaching method that centers learning around students' questions. It involves students actively exploring concepts through hands-on investigations and projects. There are different types of inquiry, from open inquiry where students formulate their own questions to guided inquiry where teachers provide more structure. Constructivism theory supports inquiry-based learning as it holds that people actively construct their own understanding through experiences. When using inquiry, teachers commit to provoking students' thinking through rich experiences and carefully planned questioning to support student-driven investigations.
Philosophies of Instructional Strategies for Effective Learning
This document discusses various instructional strategies for effective learning, including the Socratic method, peer tutoring, flipped classroom, teachable moments, meta-reasoning, mini-lessons, working independently, reality-based teaching, and modeling. It explains the goal and importance of each strategy. In conclusion, it states that these strategies can work individually or together, across disciplines and ability levels, and teachers should consider the student perspective to provide a supportive learning environment.
Guided theory
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
Similar to Visual thinking (20)
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
Philosophies of Instructional Strategies for Effective Learning
Philosophies of Instructional Strategies for Effective Learning
More from Fabio Lopez
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating their abilities, attitudes, and alertness. It establishes constructive dialogue and challenges preconceptions. Some benefits of visual thinking include gaining new perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting idea exchange, and applying critical issues in
Visual thinking
The document discusses visual thinking as an approach to education that allows students to lead their own learning. Visual thinking involves combining students' ideas and making them visible and understandable. It also lets students participate by providing their knowledge and applying experiences to tasks and topics taught by educators, rather than simply explaining theories. The goal is for students to take ownership of their learning process. Visual thinking is a research-based approach that enhances students' thinking skills and self-motivation to learn by integrating mental models and challenging perspectives. It allows students to contribute ideas from their prior knowledge and be problem solvers. The benefits of visual thinking in the classroom include gaining better perspectives, emphasizing opinions, encouraging thinking, improving quality of interaction, supporting new ways
Tpi
The document is a summary of Fabio Lopez's results from the Teaching Perspectives Inventory (TPI) test. [1] It provides Lopez's scores in each area measured by the TPI: Transmission, Apprenticeship, Developmental, Nurturance, and Social Reform. [2] It also analyzes Lopez's beliefs, intentions, and actions scores within each perspective. [3] Lopez reflects that the TPI helped him identify strengths and weaknesses to improve his teaching approach and better understand his educational philosophy.
Tpi
The document is a summary of Fabio Lopez's results from the Teaching Perspectives Inventory (TPI) test. [1] The TPI test helps educators evaluate their teaching perspectives, values, and beliefs. It also identifies their strengths and weaknesses. [2] Fabio found the test useful for reflecting on his own teaching practices and identifying areas for improvement. [3] The test results provide insight into an educator's beliefs, intentions, and actions within different teaching perspectives.
Steps to work_on_photoshop[1]
1. Apply a Gaussian blur to a duplicated layer set to Overlay blending mode to softly boost contrast. A Vivid Light blend gives a more dramatic effect.
2. Use selection tools and filters like Dark Strokes on a copied layer to add effects just to the subject. Adjust opacity to control the effect.
3. Add color and drama by duplicating the layer, applying a Neon Glow filter in a complementary color, and using Overlay or Vivid Light blending modes.
4. Softly blur a duplicated layer at 50% opacity for an easy, dreamy effect good for portraits.
Steps to work_on_photoshop[1]
1. Apply a Gaussian blur to a duplicated layer set to Overlay blending mode to softly boost contrast. A Vivid Light blend gives a more dramatic effect.
2. Use selection tools to isolate a subject on its own layer, then apply filters like Dark Strokes to the background layer to add effects behind the subject.
3. Add color and drama by duplicating the layer and applying a Neon Glow filter in a complementary color at a low glow size and brightness. Set the blend mode to Overlay or Vivid Light.
4. Easily soften portraits by duplicating the layer and applying a low-opacity Gaussian blur. Adjust opacity until it looks dreamy.
The vark questionnaire_results[1]
The document discusses the results of taking a VARK learning styles questionnaire. The respondent scored highest in the visual, read/write, and kinesthetic categories, indicating a multimodal learning preference. It provides tips for applying multimodal learning techniques in the classroom, such as using videos, demonstrations, music, and hands-on activities to engage different learning styles and help students better understand and retain information.
Planning about foods[1]
1) The document provides instructions for students to bake a lemon pie, including gathering ingredients like cookies, butter, whipping cream, cream cheese, condensed milk, and lemon juice and zest.
2) It outlines investigating lemon pie recipes online and lists vocabulary like grease, flour, bake, pan, beat, fold, whip, pour related to the baking process.
3) The procedure explains mixing the crust ingredients, beating the filling ingredients, pouring the filling into the crust, freezing it, and topping it with whipped cream.
Www.ict4l.org
This document provides information on three websites focused on teaching English using technology. The first website, www.ict4l.org, provides resources for both experienced and inexperienced English teachers to use technology in their classrooms. The second website, www.slideshare.net, discusses strategies for helping adult learners overcome issues and concerns with using technology. The third website, http://s132633050.websitehome.co.uk/powerpoint_presentations.htm, contains English exercises for both learners and teachers.
More from Fabio Lopez (9)
Recently uploaded
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Recently uploaded (20)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Visual thinking
- 1. <br /> VISUAL THINKING<br /> INTRUDUCTION<br /> <br />To evaluate and analyze visual thinking as a new approach to make students work by themselves and lead their own learning. The main idea is to combine students’ ideas to make them visible, and understandable for every single learner who is trying to take advantage of their knowledge based on specific topics. Students can participate providing their knowledge and apply experiences based on the contents to be taught by educators. The main goal is not giving students a full explanation about the theory or a guideline procedure, but to let students take their learning process while they apply their knowledge or when tasks are being developed.<br /> What is Visual thinking?<br />Visual thinking is a research based approach, focused on abilities, attitudes and alertness, which purpose is to enhance students’ personality not only to develop students thinking skills but to integrate those skills to have a better input and a self-motivation to learn new contents given in the classroom. It establishes a positive dialogue and challenge of mental models for new perspectives. Visual thinking allows students to join their learning environment when they provide general or specific ideas based on their previous knowledge related to the topics using their creativity. A remarkable concern to develope and know topics is built inside learner´s attitude so that they become a problem solver of his societal needs. A Visual thinking scenario can be applied when the Educator is brainstorming students ideas and he/she implements an action plan using those ideas to be developed by the students in their learning process context.<br /> <br />The benefits of the use of visual thinking Visual Thinking in the classroom<br />It helps gain better perspectives<br />It leads to emphasizing opinions<br />It Is encouraging<br />It makes learners think<br />It improves quality and interaction <br />It supports new ways of exchanging ideas<br />It applies critical issues and increases options<br />